How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?

Freitas, Sara de; Oliver, Martin

doi:10.1016/j.compedu.2005.11.007

Cited by 557 publications

(323 citation statements)

References 16 publications

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“…As explained in Section 3.1, the experiential learning theory of Kolb (1984), and Gardner's theory of multiple intelligences (1983) were used in the design of our game. Other works have pointed out the importance of considering national curricula in the development of educational computer games (de Freitas & Oliver, 2006;Lai-Chong Law et al, 2008). We have taken the Spanish national curricula into account to design our game.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

154

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ElsevierFurió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. doi:10.1016/j.compedu.2012.12 AbstractIn this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.

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Section: Discussionmentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

154

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“…As a result it was a relatively straightforward, narrative based activity and was limited in the extent to which it could reflect the dynamic and complex nature of work-based practice compared with both more complex game based activities (Gee, 2003;Rouse, 2005;de Fritas, 2006;) and face to face teaching. It is also important (de Freitas and Oliver, 2006) but more difficult to take account of individual learning characteristics in a flexible way in an online learning activity. Despite this, both the online activity and the face to face teaching were designed to take account of good learning principles, such as providing challenge, the opportunity to learn through experimentation and experience, rather than through the rote learning of facts, and surprising feedback, i.e.…”

Section: Participant Evaluations Of the Learning Activitymentioning

confidence: 99%

A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings

McKenzie¹

2012

Adv in Health Sci Educ

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Citation: McKenzie, Karen (2013) A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings. Advances in Health Sciences Education, 18 (5 Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University's research output. Copyright © and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners. Single copies of full items can be reproduced, displayed or performed, and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well as a hyperlink and/or URL to the original metadata page. The content must not be changed in any way. Full items must not be sold commercially in any format or medium without formal permission of the copyright holder. The full policy is available online: http://nrl.northumbria.ac.uk/policies.html This document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher's website (a subscription may be required.) AbstractThe present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to significantly greater increases in knowledge but was equivalent in terms of confidence. Both forms of teaching were rated positively, but face to face teaching received significantly higher ratings than the online activity. The study suggests that short online game informed learning activities may offer an effective alternative for health professional training where face to face training is not possible. Further research is needed on the longer term impact of both types of training on practice.

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“…CAST, working as a scaffolding resource, provides a more able partner in Luckin's terms, and provided for improvisation, discovery and testing (Schön, 1983(Schön, , 1987. Previous research found that learners need the opportunity to ruminate, evaluate, reformulate, compare, and integrate the material to be learned during the CAST to create reflections on the their experiences (Dalgarno & Lee, 2010;de Freitas & Oliver, 2006;Holzinger, Kickmeier-Rust, Wassertheurer, & Hessinger, 2009;Rieber et al, 2004). Overall, the computer simulation has to provide responses to actions taken by the user to accomplish reflection-in-action while providing feedback based on the training provided to the user.…”

Section: The Computer Simulation Resource (Tool)mentioning

confidence: 99%

A framework for the design of computer-assisted simulation training for complex police situations

Söderström

Åström

Anderson³

et al. 2014

Campus-Wide Information Systems

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The article reports progress concerning the design of a computer-assisted simulation training (CAST) platform for developing decision-making skills in police students. The overarching aim is to outline a theoretical framework for the design of computer-assisted simulation training to facilitate police students' development of search techniques in complex interactions within the built environment, learning to apply and perform the five "quick peek" techniques for information gathering and subsequent risk evaluation. The article draws on Luckin's (2010Luckin's ( , 2008) ecology of resources model of learner context informed with perspectives on reflective thinking from Schön (1983Schön ( , 1987. The article discusses design issues within the ecology of resources model applied on CAST for complex police situations.

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How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?

Abstract: (2006

Cited by 557 publications

References 16 publications

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings

A framework for the design of computer-assisted simulation training for complex police situations

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